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Results for “Discrimination Learning”

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PubMed1984

Effects of preference, prompt, and task agreement on the discrimination learning of mentally retarded adults.

Twenty-seven mentally retarded employees of a sheltered workshop were trained on five discrimination tasks (wires, hardware, moldings, capacitors, and fasteners) using five combination of preference, prompt, and task agreement: all agree, preference different, prompt different, tasks different, and all different. The data revealed that when the learners were prompted in the dimension of the target discrimination (a) fewer errors were made, (b) training time was reduced, and (c) fewer training trials were required to reach criterion. Preference for a particular dimension (color, shape, or size, as measured by a screening test) did not significantly affect performance on the discrimination tasks. Findings were discussed in terms of the functions of prompts as feedback, reinforcement, and symbolic parts of a compound stimulus.

Adult↗
PubMed1977

Brightness discrimination learning under conditions of cue enhancement by rats with lesions in the amygdala or hippocampus.

Three groups of rats, one with amygdala lesions, one with hippocampal lesions and a control group were trained on a brightness discrimination task under one of three different conditions, enhancement of the negative cue, enhancement of the positive cue or a non-enhanced condition. Animals with amygdala lesions showed retarded learning compared with normal animals and those with hippocampal lesions under the positive cue enhancement condition. Under the negative cue enhancement condition animals with hipocampal lesions were significantly handicapped compared with the other two groups. Results are discussed in relation to the Douglas and Pribram concept of a reciprocal linking of the amygdala and hippocampal systems in discrimination learning with the amygdala functioning as a reinforce register system and the hippocampus as an error evaluation system.

Amygdala↗